Using Data to Inform Instruction: Next Steps

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Using Data to Inform Instruction Next Steps

• Dr. Charlotte Johnson-Davis
• Dr. Trudy Hensley

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Critical Questions

• What outcomes do we want for our students?
• What is our current level of performance?
• Where do we want to be? By when?
• How do we know if our progress is adequate?

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Turn to your shoulder partner and discuss these
critical questions for two minutes.
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• Monitoring and evaluating Reading First progress
  involves making informed decisions based on data
  throughout the school year.

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Our Goal

• Increase the percent of students at the end of
  each year who meet the grade level standard
• Reduce the percent of students who have serious
  reading difficulties

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Do you know...

• Where are you in relation to your goals?
• Where did you see the most growth?
• Where did you see the least growth?
• How are K-3 students performing at beginning of
  the year on components of beginning reading
  instruction within the school by grade level? By
  teacher?
• How does this compare to last year?

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Based on your data, can you determine...

• whats working?
• whats not working?
• who is on target for achieving standards and
  benchmarks?
• who is at risk for or has reading difficulties?

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Analyze Performance Data

• Screening data First Alert
• Progress monitoring data Growth Checks
• Outcome data Goal Checkpoint

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When analyzing screening data, look for

• Patterns
• Areas of strength
• Areas of concern

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Identifying Patterns

• Are there components mastered/not mastered by the
  majority of students?
• Are there differences in the performance of
  subgroups?
• Are there similarities among students
  performance?
• Are additional data needed?

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When analyzing progress monitoring data, organize
data by

• Distribution of groups ... How many?
• Distribution of students ... Who?
• Patterns in student performance ... What?

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Analyzing Progress Monitoring Data
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Analyzing Progress Monitoring Data
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Analyzing Progress Monitoring Data
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Analyzing Progress Monitoring Data
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When analyzing outcome data

• Aggregate data by
• Classroom Level
• Grade Level
• School Level
• District Level
• Disaggregate data by
• ELL and other subgroups
• Skills
• Grade
• School

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Outcome data percentage of students at the
standard percentile or higher
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Analyzing Outcome Data
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Analyzing Outcome Data
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Analyzing Outcome Data
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Analyzing Outcome Data
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Reasonable Goals

• At least ____ of Kindergarten students achieve
  standard status.
• At least ____ of First Grade students achieve
  standard status.
• At least a ____ movement of students in grades 2
  3 who were slightly below standard to standard
  status.
• At least a ____ movement of students in grades 2
  3 who were severely below standard to at least
  slightly below standard status.

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Determine Areas Of Concern

• Which groups are not making adequate progress?
• Is instruction working for some groups, but not
  others?
• How do outcome data compare from year to year?
• What changes are needed to positively impact
  outcomes?

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Utilize Data to Modify Instruction

• Discuss data at team meetings

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What We Know Use of Data

• Effective use of data for reading results
  includes
• collecting, inputting, accessing, interpreting,
  and discussing data
• knowing and going for benchmarks and standards
• team meetings that are centered on data
• sharing data with staff, district, and parents

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What We Know The Role of the Principal

• The successful reading principal
• communicates high expectations for reading to
  all.
• is visibly connected to all aspects of reading.
• is involved in reading meetings and training
  activities.
• assures that data are used to improve reading.
• communicates regularly with literacy leader,
  staff, and district leaders about reading program
  and results.

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The Role of the Principal (contd.)

• The successful reading principal
• provides differential supervision and support
  around reading
• develops a reading culture
• acknowledges, supports, empowers staff
• manages resources for reading
• seeks ways to enable the role of literacy leader
• participates in professional development on
  reading
• seeks support and technical assistance as needed

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How a Principal Can Use Data

• Evaluate effectiveness of building level
  strategies for organization and management
• Identify where extra resources and support are
  needed
• Evaluate the effectiveness of new or continued
  curriculum

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What We Know The Role of the Coach

• The successful reading coach
• Leverages time to boost reading
• Spends time in classrooms
• Differentiates support across teachers based on
  data and staff needs
• Provides support for both teachers and assistants
• Provides support to use data in instructional
  planning
• Serves as a catalyst for improved reading
  practices

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How a Coach Can Use Data

• Identify reading components being taught and
  learned well
• Identify effectiveness of core program and
  interventions
• Identify students meeting grade-level
  expectations
• Identify students needing additional support
• Identify professional development needs

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Teams of school staff do best when they work
together to interpret data and make decisions.
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Successful Teams and Meetings

• Principal and Coach attendance
• Regular, consistent schedule
• Discussion and analysis of the data
• Plan to evaluate the effectiveness of those
  decisions
• Plan to communicate the work of the meeting to
  the staff

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Meeting to Discuss Data

• Team meetings
• Problem solving approach
• Protocol for discussions
• Shared responsibility

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How a Teacher Can Use Data

• Group students for instruction
• Target specific reading concepts and skills that
  students have not mastered
• Determine instructional intensity
• Monitor student progress
• Identify personal professional development
  interests

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Utilize Data to Modify Instruction

• Discuss data at team meetings
• Examine programmatic issues

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What We Know Curriculum

• Effective use of curriculum for reading results
  includes
• adoption process considers research base for
  reading
• adequate funds provide sufficient materials
• programs are aligned w/SBRR
• programs are differentiated by student need
• programs are implemented with fidelity
• implementation is on track
• curriculum maps
• pacing guides
• staff are trained supervised on programs they
  teach

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Instructional Materials

• Core Reading Program/Learning System
• Supplemental Materials in Addition to the Core
  Program
• Intervention Reading Programs in Addition to the
  Core Program
• Intensive Intervention and Core Reading Program
  for Students Who are Severely Below Grade Level

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• Its not just the reading curriculum, its also
  the way it is delivered.

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Utilize Data to Modify Instruction

• Discuss data at team meetings
• Examine programmatic issues
• Look at instructional intensity time and
  grouping

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Looking at Time

• Allocated time
• Actual time
• Engaged time
• Extended time

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What We Know Optimizing use of time (district) -
using days/hours/minutes well

• Effective district use of time for reading
  results includes
• length of school day, year promote achievement
• strong attendance policies and follow-up assure
  that kids are in school
• district minimizes demands for principal time out
  of the building to allow for more leadership and
  supervision time
• district supports adequate time for professional
  development and collaborative planning time

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What We Know Optimizing use of time (building) -
using days/hours/minutes well

• Effective school use of time for reading results
  includes
• scheduled time (reading first!) (90)
• orchestrating time (making it work)
• assuring time (fidelity to schedule)
• principal/coach supervise for
• time within instructional tasks (engaged,
  on-level, opportunity to respond)
• time between instructional tasks (transition
  times)
• students are motivated to read at home daily

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What We Know Optimizing use of time (classroom)
using days/hours/minutes well

• Schedule 90 minutes for reading
• Find additional instructional time for students
  who are at risk for reading failure
• Follow the schedule (start, stop on time)
• Manage time within instruction
• Manage transitions efficiently
• Capture out-of-school time for reading
• 15-20 20-30 minutes/day makes a world of
  difference

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Grouping Students

• Keep high risk group size small (5-7)
• Reduce group size to 3-5 if not making progress
• Monitor frequently to regroup
• Differentiate instruction based on need
• Consider attitudes, behaviors, and work ethics
  when forming and modifying groups

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Utilize Data to Modify Instruction

• Discuss data at team meetings
• Examine programmatic issues
• Look at instructional intensity time and
  grouping
• Determine professional development needs

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What We Know Professional Development

• Effective PD practices for reading results
  include
• providing training that is focused, high quality,
  on-going
• providing training for all (teachers,
  specialists)
• principal, coach, district, assistants, parents
• providing training follow-up (coaching and
  supervision) that is differentiated empowering

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Determining Professional Development Needs

• Who needs professional support?
• What specific level of knowledge or skill is
  expected?
• How and when will this support be delivered?
• When will participants implement what they learn?
• How will you know the professional development
  was successful?

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Reading First Professional Development Plan
Should

• Examine data to identify instructional needs
• Be developed collaboratively by the leadership
  team
• Be grounded in research-based practices
• Focus on what students need to learn

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Reading First Professional Development Plan
Should

• Prepare teachers to use the core, supplemental,
  and intervention materials
• Build capacity of the school
• Be coordinated with district and state PD
• Provide teachers with a variety of continuous
  learning opportunities

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Recommended Uses of Student Data

• Monitor progress
• Determine which students need more intensive
  instruction
• Form flexible groups
• Determine instructional focus
• Identify professional development needs
• Evaluate program effectiveness
• Communicate with parents and public

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Contact Information

• Dr. Charlotte Johnson-Davis
• cjdavis_at_fcrr.org
• Dr. Trudy Hensley
• thensley_at_rmcres.com